LINGUIST List 36.55

Fri Jan 10 2025

Calls: Applied Linguistics, Language Acquisition, Sociolinguistics / USA

Editor for this issue: Erin Steitz <ensteitzlinguistlist.org>



Date: 10-Jan-2025
From: Kamilia Rahmouni <rahmounikvcu.edu>
Subject: Building Bridges in Arabic Language Education: Research, Practice, and Innovation
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Full Title: Building Bridges in Arabic Language Education: Research, Practice, and Innovation

Date: 02-May-2025 - 03-May-2025
Location: Virginia Commonwealth University, USA
Contact Person: Kamilia Rahmouni
Meeting Email: [email protected]

Call Deadline: 15-Jan-2025

Arabic Language Education Forum (ALEF)

Building Bridges in Arabic Language Education: Research, Practice, and Innovation

The DC-Arabic Teachers’ Council invites submissions for the second annual Arabic Language Education Forum (ALEF) on May 2-3, 2025, at Virginia Commonwealth University. This year's theme, "Building Bridges in Arabic Language Education: Research, Practice, and Innovation," aims to strengthen connections between K-12 schools and higher education institutions by providing a platform for researchers and educators to exchange ideas, share research, and showcase best practices in Arabic language teaching. Financial support will be available for US-based participants and some attendees.

Conference Focus

The growing use of technology in language education, particularly Artificial Intelligence (AI), has brought new opportunities and challenges for educators (Zhai et al., 2021; Popenici & Kerr, 2017). In Arabic language instruction, the integration of AI tools is revolutionizing language learning, from personalized learning platforms to automated feedback systems. However, this innovation comes with its own set of obstacles, particularly in terms of adaptability and maintaining linguistic accuracy (Rahmouni, 2024). Moreover, the complex diglossic nature of Arabic continues to present pedagogical challenges, with educators striving to balance Modern Standard Arabic (MSA) and colloquial dialects (Rahmouni, 2025; Soliman & Khalil, 2022). New assessment practices that address these complexities, while promoting language proficiency, are critical (Raish, 2021). This conference provides a platform to explore these emerging trends and share innovative approaches for enhancing Arabic pedagogy across different educational contexts.

We welcome both research-based and practice-oriented presentations on topics including but not limited to:
Artificial Intelligence in Arabic Teaching
Innovative Assessment Practices in Arabic Language Education
Diglossic Approaches to Teaching Arabic

Submission Guidelines:
We invite abstracts of no more than 300 words. To maintain anonymity during peer review, please do not include your name or any identifying information in the abstract. Participants may be the sole or first author of only one abstract. However, you may co-author multiple abstracts and participate in numerous panel sessions. If you plan to submit multiple abstracts, please submit each one separately.

We also welcome proposals for thematic panels. If you are submitting a panel proposal, please include a short description of the panel and list the individual presentations included.

Decisions about acceptance/rejection will be communicated by February 5, 2025. Following formal acceptance, the responsible (presenting) authors must register their participation.

Important Dates:
Abstract Submission Deadline: January 15, 2025
Notification of Acceptance: February 5, 2025
Registration: February 5- March 15, 2025
Conference Dates: 2-3 May, 2025

Submission Portal:
Please submit your abstracts through: https://forms.gle/Y1Ee4XzQD466Uua97

For any questions or further information, please feel free to contact Dr. Kamilia Rahmouni at: [email protected]

References:
Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(22), 1-13.
Rahmouni, K. (2024). Exploring the use of ChatGPT in teaching Arabic case endings: Effectiveness, challenges, and recommendations. Journal of Educational Technology and Innovation. [Forthcoming].
Rahmouni, K. (2025). Advancing Arabic language education: Empowering teachers and promoting critical CALL through the Arabic Teachers’ Council. In Advancing critical CALL across institutions and borders: Reimagining possibilities for languages, literacies, and cultures. University of Toronto Press. [Forthcoming].
Raish, M. (2021). Issues in Arabic language testing and assessment. In K. Ryding & D. Wilmsen (Eds.), The Cambridge Handbook of Arabic Linguistics (pp. 83-105). Cambridge University Press. https://doi.org/10.1017/9781108277327.005
Soliman, R., & Khalil, S. (2022). The teaching of Arabic as a community language in the UK. International Journal of Bilingual Education and Bilingualism, 1–12. https://doi.org/10.1080/13670050.2022.2063686
Zhai, X., Chu, X., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector, M., Liu, J.-B., & Yuan, J. (2021). A review of artificial intelligence (AI) in education from 2010 to 2020. Complexity, 2021, Article 8812542. https://doi.org/10.1155/2021/8812542




Page Updated: 10-Jan-2025


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